Explores statewide accountability systems in higher education, including what they are; the influences of K-12 reform, scarce resources, and distance learning and competing education providers on the drive toward accountability; different state accountability models; and potential disconnects between things measured and intended purposes of the…

Highlights the need for greater information about those aspects of U.S. educational capital (the reservoir of knowledge and skills) that are affected by higher education. Urges a concerted, long-term effort to take stock of this under-reported aspect of the nation's educational capital and offers reasons and strategies to focus on a comprehensive…

Presents the final installment of a three-part series on higher education based on surveys of stakeholders. This report provides the perspectives of employers; it adds to the previous reports on student outcomes and public opinion. Findings indicate that employers feel generally positive about higher education. Includes several data tables. (EV)

Contends that the resources/reputation approach, which uses proxy variables to measure university quality, and the alumni outcomes approach, which may simply reflect institutional recruitment practices, are fundamentally flawed. Maintains that the effective educational practices approach is a major step forward; suggests that a combination of the…

Part 1 of a three-part study by the National Center for Postsecondary Improvement, surveyed recent graduates on the value of their college education. Data provided a profile of graduates' values and accomplishments. For example, most feel confident in their ability to organize and communicate information and perform quantitative tasks; 48 percent…

Reflects on fundamental questions concerning accountability in higher education: "Toward what end?"; "What data and criteria are relevant?"; "Who is responsible for what and to whom?"; and "Through what means?"; Discusses the characteristics of an effective accountability system. (EV)

As well-intentioned reformers turn up the volume on their calls for assessment-based accountability in higher education, warns policymakers and academicians that going forward without clearly defining what they want to measure may result in assessing the wrong things. Describes a framework to guide policy on assessing student learning. (EV)

Summarizes findings from the National Study of Student Learning (NSSL), including findings that challenge conventional wisdom and findings that, in part, support it. Considers the findings' implications for faculty and administrators. Includes sidebars describing the design and conduct of the NSSL and listing other publications addressing NSSL…

Discusses how revealing assessment results could be a public relations headache for public colleges and universities, or, instead, that requirements for public disclosure could offer opportunities for institutions to explain their goals and then act visibly to address any shortcomings. (EV)

Discusses several recent publications describing assessment methods available to institutions of higher education as they assess the outcomes of their general education programs. Briefly explains how each publication contributes to institutions' understanding of the range of possible assessment strategies. (EV)

Examines criticism of the National Research Council's 1995 report, "Research Doctorate Programs in the United States: Continuity and Change," which ranks university departments across institutions based on peer ratings. It is argued that the criticisms are not based on the content or design of the study, but reflect general concerns…

Recent state and national developments regarding assessment of higher education suggest that a decisive point for assessment policy is approaching. Too many higher education leaders remain uninvolved, and public patience is wearing thin. Increasing frustration with higher education may lead public policymakers toward greater prescription and…

Examination of research comparing outcomes of technology-based distance education and traditional classroom-based learning found shortcomings and gaps. Three conclusions were reached: the notion of access to college via distance learning is unclear; technology cannot replace the human factor in learning; and technology is not nearly as important…

A national study of 82 college outcome measures on 25,000 students from 1985-89 looked at the relationship of outcomes, institutional environment (emphasis on institutional, student, or faculty diversity), and campus activism. Results suggest emphasis on diversity in all forms is beneficial to student development and also promotes student…

A Rollins College (Florida) professor's survey of alumni concerning their memories of the institution elicited vivid and specific character narratives about faculty, pointing up the important role of faculty in students' college experience. The narratives reflected students' discovery of the pleasure of ideas, realization of teachers' concern for…